"The project was born in the Centro Autonómico de Formación e Innovación (CAFI), a member of the teacher training network. We are responsible for training around 30,000 teachers of all levels (pre university levels). Besides the CAFI, the network is made up of other 6 Centros de Formación y Recursos (teacher training centres). CAFI is in charge of organizing online teacher training activities, designing and assessing innovative instructional programmes.Within this context and following the recommendations of the Council of Europe, the department of training and innovation at CAFI developed a framework of teacher competences in 2015. Several universities have similar proposals, but they often lack an essential component: the context (the school). Lifelong teacher training should go beyond transmission of specific knowledge. It is essential to reflect all their functions in a holistic training that takes into account all the needed competences for their job, as well as the context and the team.Bearing this in mind, the CAFI set out to generate a Framework of Teacher Competences. This was a ""common"" framework inasmuch as it would be useful to agents of initial teacher training (universities) and agents of state and public teacher training. The term also intended to be global and validated for different European contexts, allowing us to export our proposals at the same time as we imported cross-border solutions.To attain this global aim we allied with the following international partners:Universities:PHW - Pädagogische Hochschule Wien, Viena, AustriaIPL - Instituo Politécnico Leiria, Leiria, PortugalTeacher training centres:LFEE - Le Francais en Ecosse, private teacher training centre in Edinburgh, Scotland UPC - Ugdymo Pletotes Centras, public lifelong centre in several areas of expertise in Vilnius, LituaniaLegislative agent in education at a regional level: Consejería de Educación, Junta de Castilla y León.With all these partners, we designed the following objectives for the project:1. We developed a Common European Framework of Teacher Competences (hereforth MCCPD) made up of 9 competences and 31 subcompetences articulated around 3 levels of performance, defined in descriptors of competence level.2. We created a system to assess initial training needs according to this framework, which takes into account both real and sensed needs. This system was implemented with self-assessment forms and self-reflection questions linked to descriptors of a specific competence level.3. The framework was translated into a set of rubrics to assess teaching practice, which can be used for self-evaluation and hetero-evaluation by many different agents. These products were developed in the 6 official languages of the strategic association: English, German, Spanish, Galician, Portuguese and Lithuanian.Later, as outlined in the initial project, a practical turn was taken, and we generated:4. Two online courses, one for new teachers and one for mentor teachers. These courses were tested in the CAFI during 2017/2018.5. A good practice in teaching guide, with multimedia, multilingual examples which illustrate each and every one of the competences and subcompetences defined in the MCCPD.The results reached in the lifetime of the project have been highly satisfactory. The Framework has been presented to university students in the two contexts of further education level of the association, and teachers have assimilated it as a framework to develop their syllabi. In the Pädagogische Hochschule Wien, they succeeded in proposing and integrating the framework within the context of their KA3, PREPARE to elaborate audiovisual teacher portfolios. The project has also left its trace in institutional programmes in the context of educational regional policies: from the CAFI and in collaboration with the Junta de Castilla y León the framework was implemented in the context of Observa-acción, a job-shadowing programme within and among schools. 12 Galician and 12 Castillian schools participated in this programme. Likewise, and following the spirit of the porject, the teacher training network in Galicia reached and agreement to work with universities and try to find a common thread related to competences that articulates study plans both in initial and lifelong teacher training. Both through these actions and thanks to dissemination through the website, university teachers and their students, and teachers in primary and secondary will be able to use the resources, modifying and adapting them to best suit their needs and understanding their training and tasks in a global, holistic way to reach excellence in education."

ELAPSE aimed to develop primary and secondary language teachers' awareness of CLIL/soft CLIL methodology transnationally and to build teachers' confidence and expertise to adopt a cross-curricular approach to the planning and delivery of language lessons.The ELAPSE project partners had collectively identified that knowledge of CLIL/soft CLIL in the primary sector of their respective countries was limited and had not been embedded within curriculum planning and delivery. Project partners were aware of small-scale pockets of interest in CLIL/soft CLIL methodology in their respective countries. Furthermore there was a lack of tried and tested materials available to primary languages teachers across Europe to enable them to use a CLIL/soft CLIL approach. By creating 21 sets of resources catering for teachers of English, French, German and Spanish as additional languages, ELAPSE was able to plug an immediate gap in available resources. The resources for teachers focus on Literacy, Numeracy, STEM subjects and Health and Wellbeing. The focus of ELAPSE is on the upper primary phase and on bridging resources which can be used as pupils transition between the primary and the secondary sector. The resulting practical resources and good practice guide are now available across the European Union on a dedicated open-access project website as well as an online course. These will act as a self-access bank of CLIL/soft CLIL resources, including an outline of CLIL/soft CLIL methodology, teacher support materials, advisory videos from experienced CLIL teachers, evaluation materials and a good practice guide. Teachers and teacher training and support organisations are at the core of the ELAPSE project and we were committed to ensuring that ELAPSE’s resources and the online course were piloted by practising teachers. This has ensured that our resources are fit for purpose and that classroom teachers around Europe and globally can be confident about using our self-access resources, which include step-by-step learning opportunities to build awareness of CLIL and to build confidence to embark on using CLIL/soft CLIL methodology in their own country/sector. ELAPSE project partners anticipate that there will be around 80,000 teachers involved in various ways in the project. This includes teacher-contributors who acted as critical friends throughout the project to critique the work of the project partners such as the agreed direction of the online course and the suggested content of the 21 sets of CLIL/soft CLIL resources. The more experienced practitioners feature in videos expressing their views on CLIL and soft CLIL methodology and offering their personal tips on what the methodology has brought to them as practitioners and to their school and pupils. Teachers who were new to CLIL/soft CLIL piloted our resources and online course and assisted the partners in the development of a best practice guide to support other teachers. There will now be teacher-participants new to the approach piloting resources in each of the partner countries. We aim to disseminate our projet further both across participating partner countries (at local, regional and national level) and across Europe. This will involve conducting ‘awareness raising activities’ both in relation to the theme (soft CLIL/CLIL) and specific to the project (outputs etc). Relevant completed outputs to be disseminated include: an online course, a bank of resources, evaluation tools and finally a good practice guide. We believe that this final output will be especially important as it has the potential to have a significant impact on pedagogy and the way languages are taught across Europe. Therefore, we firstly aim to target teachers and teaching communities (both physically and virtually/via social media etc.): teacher trainers, institutions, school/educational networks and stakeholders across the partner countries (UK, ES, FR, AUS) and associate partners across Europe. Following this first phase of dissemination and a period of evaluation (of resources, tools etc), a second phase of dissemination will take place where we will target national agencies and organisations responsible for language teaching and development in both partner countries and associate partners across Europe including; training providers, educational leaders and advisors, networks, subject associations etc. We envisage as a result of the ELAPSE project that there will be a core body of schools in each partner country practising CLIL/soft CLIL at primary/early secondary level; that teachers will have the capacity to upskill themselves in CLIL methodology through the online course, best practice guide & use of our lesson plans and resources, thus creating a lasting and transformative ongoing legacy in European schools. All support materials and resources are entirely free for teachers to use and will be housed for a minimum of three years on our dedicated ELAPSE project website.

Inspiring Pupils: Digital Creativity through FilmGiven the current Covid crisis, recent training has been done onlin. LFEE Europe has tried to use a series of innovative approaches to keep learners and their teachers engaged. Schools and policy makers have turned to us for their digital training as they have noticed a dearth of resources and teaching practices to match the scale of the crisis. Digital education has grown exponentially over the past few months and will stay with us even in a post-covid world. This project was therefore created to develop new resources and enhance practices to suit this new digital era for both learners and practitioners. The participating schools all have pupils from a wide range of cultural and ethnic backgrounds, many of them first or second generation immigrants in their new home. The project will aim to allow all learners to share their backgrounds positively, demonstrating pride, developing their personal and social skills and aiming for successful inclusion in the new culture they find themselves in, as well as demonstrating to others their own strengths. They will learn new approaches to meet the challenges provided by the move to extensive online and distance learning. There will be an aim to increase resilience and Health and Well-Being in the learners and their wider communities. To accompany LFEE Europe, the partners are.Glasgow: Lord Provost’s and International OfficeCannes: Mairie de CannesTenerife: Centro del Profesorado Norte de TenerifeSix Primary Schools: Glasgow: John Paul II Primary School; St Bernard's Primary School Cannes: École primaire Mont Chevalier; École Primaire la Croisette, Tenerife: CEIP EL Toscal Longuera; CEIP Pérez Zamora,.There are five Intellectual Outputs: a common framework for teachers on digital education, a course for learners and practitioners, production of a series of short films by the learners and their presentation in a series of Regional and International film festivals, a guide for teachers to implement their own programmes of digital creativity using their own context, and a good practice guide permanently available to teachers across Europe.These will be produced jointly, supported by a series of joint meetings (both face to face and virtual) and will be shared with a wider public at three multiplier events.IMPACT OF THE PROJECT:SCHOOLS - schools will have developed expertise in using digital technology and will have an increased awareness of how to promote inclusion through digital media in their wider community and beyond.TEACHERS - higher levels of confidence in understanding digital film methodology, familiarity with a creative approach to digital film use and access to a good practice guide which will enable them to plan creative lessons ongoing beyond the 24 month timeframe. LEARNERS - will have the opportunity to learn how to make much greater use of digital technology, both for filming and communication, and make use of a foreign language through transnational communication. They will also have a greater knowledge and understanding of their own communities and their place within it, as well as a greater concept of how to work creatively. For all partners, learners and practitioners accessing our resources and embarking on this creative journey, it is hoped that the production, recording and sharing of their participation in the learning process will deepen their knowledge of the area being studied but also build their resilience, mental strength and general well-being.As a legacy to the project the good practice guide and resources will remain publicly available for teachers to use transnationally. The project website containing the project outputs will be maintained for a period of at least three years beyond the funded period of the project.